In English classes, students often understand what happens in a text but hesitate to question why events unfold or whether they should have. To deepen engagement, a lesson was redesigned by putting the central character on trial, combining a literature study with a structured debate.
The classroom became a courtroom. The protagonist was ‘accused’ of a key decision, and students took on the roles of prosecutors, defence lawyers, witnesses and judges. This dual approach allowed them to explore the text closely while practising debate skills presenting arguments, countering claims, and supporting every point with evidence.
Prosecutors highlighted ethical lapses and consequences, while the defence justified the character’s actions based on the context. Witnesses shared key textual quotations as testimony and judges delivered reasoned verdicts. The rule was simple; every argument had to be backed by textual evidence.
The results were immediate. Students who were usually hesitant became enthusiastic and started speaking confidently. Discussions became purposeful and reflected clearer reasoning and stronger use of evidence. Students improved not just in understanding literature, but also in debating skills.
By putting the character on trial, the classroom became more than a literature lesson. This approach transforms the literature classroom into an engaging, learner-friendly space for inquiry and discussion. It encourages students to think critically, participate actively and express ideas confidently while remaining rooted in textual evidence. Eventually learning becomes purposeful rather than repetitive or passive.
Swapna Sangeet (HOD ENGLISH DEPARTMENT – MIDDLE SCHOOL)
